Implementation Of Technology-Based Reading Intervention and Literacy Performance of The Grade 4 Pupils in English

AUTHOR(S)

IRISH O. VILLOREJO

ABSTRACT

— This study was conducted to evaluate the extent of implementation of the Technologybased Reading Intervention to the PHIL-IRI performance of the Grade 4 pupils in English. The findings of the study were the basis for the proposed Reading Intervention Plan. This study employed a descriptive-correlational research design to determine the extent of implementation of technology-based reading interventions and how it relates to the literacy performance of Grade 4 pupils in English. The descriptive aspect focused on assessing how frequently and effectively technology-based reading tools and strategies—such as educational reading applications, interactive software, digital storybooks, and online phonics programs—were implemented in classroom instruction. This was evaluated through a validated questionnaire administered to English teachers. Meanwhile, the correlational part of the study examined the relationship between the level of implementation and the pupils’ literacy performance using standardized reading assessments as basis. The test of Relationship, which examines the statistical correlation between the implementation of technology-based reading intervention strategies and two key components of literacy performance—comprehension and word reading—among Grade 4 pupils. The table highlights the Pearson correlation coefficient (r), computed t-values, the critical table value at a 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of the strength of the relationships. The primary purpose of this analysis is to determine whether the implementation of technology-based reading strategies has a significant impact on learners’ comprehension and word recognition skills. The first variable correlation—implementation of technology-based reading strategies to comprehension—yields a Pearson r value and a computed t-value, which is substantially higher than the table value of 0.554. This leads to the rejection of the null hypothesis and confirms a strong positive relationship. This indicates that as technologybased reading interventions are effectively implemented, comprehension scores among pupils also tend to improve significantly. Meanwhile, the second correlation—implementation to word reading—produces a Pearson r value and a t-value still greater than the critical table value of 0.554. The null hypothesis is again rejected, showing a moderate but significant relationship between the intervention and word reading performance. These results suggest that technology-based interventions, such as the use of digital storybooks, reading apps, audio-visual aids, and interactive platforms, are highly beneficial in enhancing learners’ comprehension abilities. Although the impact on word reading is slightly less strong, it still demonstrates meaningful progress, indicating that digital interventions can support both decoding and understanding processes, especially when paired with teacher guidance and structured use. The implications of the findings indicate that integrating technology into reading instruction can serve as a powerful tool in addressing reading gaps among elementary pupils. Schools should consider investing in accessible digital resources and upskilling teachers to maximize the benefits of these strategies. Emphasizing comprehension through multimedia interaction, visual supports, and adaptive reading content can help students understand texts more deeply, while targeted interventions can further boost decoding and fluency. Keywords — Technology-Based Reading Intervention, Literacy Performance, Grade 4, English